Strengthening MTSS for Behavior (MTSS-B) to Promote Racial Equity

Autor/inn/en	Fallon, Lindsay M.; Veiga, Margarida; Sugai, George
Titel	Strengthening MTSS for Behavior (MTSS-B) to Promote Racial Equity
Quelle	(2021), (41 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Fallon, Lindsay M.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Multi Tiered Systems of Support; Student Behavior; Discipline; Race; Disproportionate Representation; Equal Education; Whites; African American Students; Minority Group Students; Suspension; School Psychology; School Psychologists; Student Empowerment; School Community Relationship; Advocacy; Professional Development; Inclusion; Racism; Educational History; Discipline Policy + Suchen Sie Ihr Suchwort? Student behaviour; Schülerverhalten; Disziplin; Rasse; Abstammung; White; Weißer; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Ausschluss; Schulausschluss; Schulpsychologie; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Studienberechtigung; Sozialanwaltschaft; Inklusion; Rassismus; History of education; Bildungsgeschichte; Disziplinarmaßnahme
Abstract	Despite widespread implementation of multi-tiered systems of support for behavior (MTSS-B), evidence of racial discipline disproportionality persists. We argue MTSS-B must prioritize racial equity and healing in schools. We first discuss how discipline has centered Whiteness, providing a brief history of relevant events and sociopolitical forces that have maintained a reliance on exclusionary discipline practices with a primary focus on out-of-school suspension to oppress youth of color, specifically Black students. Then, we describe the harm exclusionary discipline has caused the Black community by synthesizing counter-storytelling. Finally, we propose ways to strengthen MTSS-B to promote racial equity with a primary focus on supports to adults in the systems in which oppression is maintained. We propose school psychologists can: (1) empower students, families, and communities to engage in authentic partnerships; (2) advocate to educational leaders; (3) coordinate transformative staff professional development; and (4) support teachers to create inclusive and healing classroom communities. We frame these suggestions within an ecological-behavioral paradigm that considers root conditions of harm. [This paper will be published in "School Psychology Review."] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01